Instructional Planning

Definition of Instructional Planning • Preparation for teaching and learning, including ; – construction of goals, objectives, and instructional and assessment methodology. • Systematic planning, developing, evaluating, and managing the instructional process based on principles of learning and instruction. • The big picture of “what to teach” and “how to teach it.”

Functions of planning • • • • • • •

Makes learning purposeful. Reduces the impact of intrusions. Economizes time. Provides documentation of instruction. Guides substituted teachers. Makes learner success more measurable, which assists in re-teaching. Gives an overview of instruction.

Key Principles Identify Instructional Goals

Identify Instructional Objectives

Revise Instruction

Develop Instructional Assessment

Plan Instructional Activities

Choose Instructional Media

• Defi: general statements of intended student learning outcomes and the starting point for all subsequent instructional planning. designed with student characteristics in mind,including students’ ability, prior knowledge, and attitudes.

•Purpose : to provide an overarching focus on learning outcomes then interpreted through the use of specific learning objectives. Components : 1. Focuses on general learning outcomes 2. Focuses on student performance 3. Further defined by specific learning objectives

t •

Defi : identifies the specific learning outcomes that the student must demonstrate so that the teacher may infer that they have or have not learned a particular skill or knowledge set.

• Traditional (Mager 1984) : condition

Performance level

behaviour

Given a map of the United States, the student will be able to write the names of at least 40 states within the correct state’s boundaries. • Short Forms of Objectives: focused on including only the “behaviour” component. • Goal-Objectives: relates the broader goal to the defining objectives.

•

Defi : the events, procedures, or steps designed and later implemented during instruction whose purpose is to foster the development and completion of the specific instructional objectives

• 3 Types of Strategies to maximize student learning given the instructional objectives, content, and context. 1. Lesson Strategies: may take from an hour to several days to implement. 1.1. Direct Instruction 1.2. Cooperative / Group Instruction 1.3. Inquiry Instruction

•

2. Activity Strategies: specific aspect of instruction. May take minutes to an hour to implement. 2.1. Problem-based Instruction 2.2. Questioning and Discussion Techniques 2.3. Concept Development Instruction 2.4. Reciprocal Teaching 2.5. Advance Organizer 2.6. Discovery Learning 2.7. Synectics 2.8. Graffiti

3. Task Strategies: used to supplement and provide active pauses in activity and lesson strategies. May take only a couple of minutes to implement. · Whip Around · Outcome Sentences · Minute Reflections · Think Aloud · Response Cards · Background Knowledge Probes

· 3-Minute Standing Conversation · Think-Pair-Share · Sudden Brainstorm · Best Choice Debate · Entry/Exit Slips

•

Defi : encompasses all the materials and physical means an instructor uses to implement instruction.

• Criteria : 1. Practicality : availability, cost, time, understood 2. Student Appropriateness : developmental and experiential students level 3. Instructional Appropriateness : proposed lesson in an efficient and effective manner?, achieve instructional objectives?

• Constraining Factors : 1. Availability of pre-existing materials 2. Production Constraints: costly, in both time and money, enterprise. 3. Instructor Facilitation: Most instructional media involve teacher modelling, demonstration, implementation, or more broadly, facilitation may inhibit a teacher's ability to effectively utilize the particular media.

•

•

Defi : term used to denote the systematic collection and interpretation of data that is to be used in the making of educational decisions, including enhancing instruction.

Reasons: 1. Diagnosing student's strengths and weaknesses : remediate weaknesses and avoid (re)addressing 2. Monitoring students' progress : student is making adequate progress 3. Assigning grades : to assist in assigning grades. 4. Determining one's own instructional effectiveness.

• Necessities : · Reliability : Eliminate error. Similar results across similar applications and populations. · Validity: Accuracy and appropriateness use of a measurement. · Absence-of-Bias: The absence of any characteristic.

•

Types : 1. Selected Response Testing: select the correct or best answer choice, true-false, matching questions).

(e.g., multiple-

2. Supply Response Testing: respond to a question with a word, phrase, or essay answer (e.g., short answer, essay questions). 3. Restricted Performance Assessment: complete a limited task that is highly structured (e.g., selecting the appropriate tool for a task, determining the area of given rectangle, writing a brief paragraph on a given topic). 4. Extended Performance Assessment: comprehensive task that is less structured (e.g., writing a research report, drawing the water cycle, creating a structure out of Lego's that will support 10 pounds).

• Defi : collect of data relative to the performance of both the students and the teacher/instruction. Instruction is then revised based on results from this collection of data (e.g., tests, informal assessments, attitude surveys).

• Revising Instruction: Revise/modify/discard : · inappropriate specific learning objectives. · ineffective/inaccurate test items. · ineffective instructional activities. · ineffective practice or feedback. · ineffective remedial activities.